Escola de habilitação de professores indígenas José Cabral, Manhiça – Alvor: subsídios para o estudo da formação da elite instruída em Moçambique 1926 - 1974

Abstract

The colonial government, in an attempt to structure an education system capable of applying itself to the capitalist structure that emerged in Mozambique, organized, from 1926 onwards, an education system for the indigenous people. Thus, the creation of the EHPI, by Ordinance No. 312 of 1926 and its consequent opening in 1930, was the fulfillment of the purpose of training an element of the Mozambican population who would act as an intermediary between the Colonial State and the masses and inculcate an attitude of servility in the Educated Mozambican. From 1930 to 1940, E.H.P.I. “José Cabral”, organized and directed by the State, had programs characterized by a predominance of subjects that were merely general education (programs from 1930 and 1937), religious neutrality, change of programs, contents and duration and lack of definition of contents to teach the which presupposes that it is the result of the ongoing struggle within the Colonial State regarding the single definition of the objectives and orientation of indigenous education. However, the large number of candidates for the School came from the Catholic and Protestant missions. From 1941 to 1974, the school organized and directed by the Catholic Church had programs characterized by a drastic reduction in the number of subjects, giving greater priority to repetition of the 4th grade contents and the study of Portuguese, Arithmetic, Moral and Christian Religion and the agricultural practice. Now, the teacher should not only be qualified as an auxiliary defender of the Portuguese language and culture, but also as a defender of the Catholic religion in the most remote areas of the colony. He only received students from Catholic mission schools. However, based on the assessment of the teacher's work in the field, it appears that E.H.P.I.” José Cabral”, on the contrary, produced the following: (i) laid the foundations and accelerated the “indigenous” instruction process. (ii) an educated elite with preponderant influences from religious institutions(TRADUÇÃO NOSSA)